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Reading Comprehension Strategies for Adult Literacy Outcomes
Author(s) -
Hock Mike,
Mellard Daryl
Publication year - 2005
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1598/jaal.49.3.3
Subject(s) - reading comprehension , competence (human resources) , psychology , literacy , comprehension , standardized test , test (biology) , metacognition , mathematics education , psychological intervention , reading (process) , developmental psychology , pedagogy , cognition , computer science , social psychology , paleontology , neuroscience , psychiatry , political science , law , biology , programming language
This study extends the knowledge garnered from work with younger populations to determine the reading comprehension strategies most important to adults' success on outcome measures and to align them with previously researched interventions. According to an analysis of competence‐based standardized tests of literacy (such as the General Educational Development and the National Assessment of Educational Progress tests), adults should benefit from strategies that teach looking for clues in or generating questions about a text. In addition, adults need to learn how to summarize and draw inferences in order to address higher level literacy demands, and to use metacognitive strategies to self‐regulate reading behavior. Furthermore, if they must take competence‐based standardized tests, adult learners need to be taught test‐taking skills to reduce test‐related task demands. Test results will then produce a better index of adult learners' reading comprehension skills.